Transcript of "Presentation2"

3.
Nonverbal Learning Disorder
(Case study)
Three year old, Noori, was recently diagnosed with
nonverbal learning disorder or nonverbal learning
disability (NLD or NVLD).
Her parents are shocked and do not understand what
this will mean for their daughter.
They ask for your help. they are both very upset as
becoming pregnant with Noori was very difficult for
them. They expressed to you that is not acceptable to
parent a ―children with special needs‖.
They beg you to make the diagnosis ‗go away‘ and
ask you ‗to fix Noori‘.

4.
Nonverbal Learning Disorder
A nonverbal learning disability (NLD) causes problems
understanding body language, facial expressions, and tone of
voice. A child with NLD also has trouble with balance and doing
physical things.
According to Dr. David Dinklage, There is clearly a great deal
of overlap between Asperger‘s Disorder (AD) and Nonverbal
Learning Disabilities (NVLD), so much so that it is possible that
the symptoms of each describe the same group of children
from different perspectives—AD from either a
psychiatric/behavioral perspective, and NVLD
neuropsychological perspective.
However, parents likely realize early on that something is
amiss. As preschoolers, these youngsters probably have
difficulty interacting with other children, with acquiring self-help
skills, are not physically adept, are not adaptable, and present
with a host of other troublesome problems that are of concern,
but not alarming.

5.
Nonverbal disorder
Definition
NLD was first identified around 1985 by Byron P. Rourke, who wrote
that "Nonverbal learning disability is defined as a dysfunction of the
brain's right hemisphere - that part of the brain which processes
nonverbal, performance-based information, including visual - spatial,
intuitive, organizational and evaluative processing functions.‖
NLD can be seen in three areas of child development: motor, social
and visual-spatial. Some children will exhibit problems in all three
areas while some may only have problems with one or two of these
areas.
Nonverbal learning disorders are often misdiagnosed. Often a child
with NLD may initially be considered to have ADD/ADHD, to be
autistic or suffer from Asperger syndrome, a reason for having multiple
evaluations done.
http://www.gemmlearning.com/nonverbal-learning-disorder-definition-symptoms.php

6.
Nonverbal disorder
What is the cause?
NLD is caused mostly by problems in the right side of the brain.
Problems during pregnancy or birth increase the risk that your
child will have NLD, such as:
A mother who smoked, drank alcohol, or was ill while
pregnant
Very long labor at birth
Having the umbilical cord wrapped around the neck
Premature birth or low birth weight
Serious infections as a young infant also may increase the
risk. NLD affects boys and girls equally.
http://www.childrenshealthnetwork.org/CRS/CRS/pa_nld_bhp.h
tm

7.
Nonverbal learning
disorder or Nonverbal
learning disability
Studies conducted by the
Yale Child-Study Group
suggest that up to 80% of
children who meet the criteria
for AD also have NVLD most
likely children with the more
severe forms of NVLD also
have AD. Children from both
groups are socially awkward
and pay over-attention to
detail and parts, while
missing main themes or
underlying principles.
http://www.aane.org/asperger
_resources/articles/miscellan
eous/asperger_nonverbal_lea
rning.html

8.
Nonverbal Learning
DisorderAccording to class note week-2 Asperger‘s Disorder is
children‘s with Behavioral and Social/ Emotional Disorder.
According to my case study, Noori, three years old diagnosed
with nonverbal disorder or nonverbal learning disability (NLD or
NVLD). NVLD can be conceptualized as an imbalance in
thinking skills
Children with NLD are very verbal, and may not have
academic problems until they get into the upper grades in
school. Often their biggest problem is with social skills.
Intact linear, detail oriented, automatic processing with
impaired appreciation of the big picture, gestalt or underlying
theme. NVLD is a learning disability not any psychological
disorder.
http://www.aane.org/asperger_resources/articles/miscellaneous
/asperger_nonverbal_learning.html

9.
Nonverbal Learning
Disorder
 It is not nearly as common as language-based learning
disabilities, but this may be a phenomenon created by
environmental demands (i.e. our societal demands for
precision skills in reading assure that even the most subtle
language-based LD cases are identified)
 The definition of Nonverbal Learning Disability (NVLD or NLD)
is almost the opposite of what it seems to mean. People with
this disability are actually highly verbal but are challenged
when it comes to processing non-verbal information.
 Typically social/psychiatric concerns are raised before
academic problems are identified.
 While the overlap is not complete, NVLD children may meet
the criteria for Pervasive Developmental Disorder Not
Otherwise Specified (PDD NOS), Aspersers Disorder, or
Schizotypal Personality.
http://www.aane.org/asperger_resources/articles/miscellaneous/asperger_nonverbal_learning.ht
ml

10.
Nonverbal disorder (NLD)
NLD can be seen in three areas of child development.
Motor Skills Children with NLD often have weaker-than-normal
motor skills, both gross-motor and fine-motor. Riding a bike or
playing soccer can be difficult, as can using scissors or even
holding a pencil or fork.
Social Children with NLD are unable to process visual "cues."
Scientists tell us that nearly 65 percent of a regular face-to-face
conversation is communicated non-verbally, that is to say with
facial and hand gestures and with changes in tone or pitch.
Visual-Spatial Skills Group activities, such as being in a
classroom, may well be where NLD is most identifiable. Because
they are missing all of the non-verbal interactions going on around
them, they do not understand what is going on.
http://www.gemmlearning.com/nonverbal-learning-disorder-
definition-symptoms.php

11.
Early Warning Signs
 Developmental histories sometimes indicate precocious
language development with slight delays in acquisition of
motor milestones.
 As infants, these children might have histories of tactile
defensiveness
 As a group, these children are identified as learning
disabled much later that usual. Boys tend to be identified
somewhat earlier than girls.
 These children are often regarded as clumsy or
uncoordinated and as impulsive.
 These children are usually thought of as being bright, but
unmotivated and lazy.
 These children are highly verbal and articulate. They will
talk excessively in many situations, but express relatively
little meaningful content (e.g., "cocktail party" speech).
http://www.gemmlearning.com/nonverbal-learning-disorder-
definition-symptoms.php

12.
Early Warning Signs
 Generally, these children will interact well with adults, but
exhibit poor social interactional skills with children (and may
have few friends).
 Intellectually, these children may have depressed
performance scores, relative to verbal scores on the WISC-R
(an intelligence test).
 Academically, these children have a characteristic profile of
"hyperlexia" or at least average reading recognition skills.
They may have a slow start in reading, exhibit poor reading
comprehension, and have poor mechanical arithmetic
abilities.
 These children will exhibit a characteristic profile on
personality evaluation. They will show peak scores on the
Depression, Anxiety, Psychosis, and/or Withdrawal subscales
of the Personality Inventory for Children. Often they are
referred for suspected primary emotional disturbance due to
difficulties with their emotional functioning.
http://www.gemmlearning.com/nonverbal-learning-disorder-

17.
Noori the child has nonverbal
learning disorder
ECE’s Responsibility
 As an early childhood educator first I have to stop and evaluate my
feeling. Then find something positive about the child or the situation.
After that I have to focus on how to improve the situation. Finally
make an achievable goal for the child and for myself. ( Class note,
week-4).
 As an Early Childhood Educator my role will be assist in making the
earliest possible identification of developmental differences or at risk
conditions. The younger the child is identified the better. (ie. Placed
on waiting lists for support, may prevent secondary developmental
problems) (class note, week-4)
 A major responsibility of teachers is to refer children to the
appropriate support and services. It is important that ECE‘s know
local community services. Then understand that a form 14 is needed
to access services
 Assist in creating and implementing IPP‘s and IEP‘s. this includes
providing thoughts, ideas, observations, strategies and solutions.
 Work in collaboration with Resource Consultants/ Specialists,
families, and coworkers.
 Engage in Professional Developmental opportunities.

18.
According to my case study Noori three years old was recently
diagnosed with a nonverbal learning disorder, which is learning
disabilities. The children who have NLD have learning disability
who are suffered from organizational problems, conceptual
problems such as, poor social skills, reading, difficulties doing
math, solving problems, and nonverbal messages. (Class note,
week-3)
The child like Noori who has learning disorder needs the
environment where she can get attention, or we can say she
will need close observation and support in order to do all
activities in daycare settings. Therefore, she needs small class
size with 6-8 children, she also needs all classroom aids to be
available to assist her as the need arises. Her daily routine
should be consistence so that she can follow the daily activities
without any difficulties. She needs a highly structured day,
which is very predictable. There should be both a teacher and
an aid, so that one of them is always available to assist Noori
the NLD child when she is struggling.
Adapting learning environment for Noori

19.
Adapting learning environment for Noori
Visual Communication Workshop
Noori the child with nonverbal learning disorder needs visual
communication workshop in order to know her daily activities, for
which she will feel comfortable in daycare settings.
―using visual cues allow us to plan, organized, and to be
independent. Visuals are equally important to children as they are
beginning to learn about their world abound them‖( Class note,
week-8)
― Types of visuals will depend on what is meaningful to the child.
Line draws can be helpful. Pictures schedules can also be helpful
especially when there are changes. For example, pictures can be
also be turned –over or crossed out. It can cause less stress when
there are changes routine‖ (class note, week-8).
Child with NLD will get help to have visual communication
because they face difficulties to follow routine, transition, and
changing routine. Therefore, visual communication adding in
environment of daycare settings will help her to do daily activities
independently.

21.
Teaching strategies for
NooriCreating social stories:
As I mention before child with nonverbal disabilities faced
interaction with others, making friends. Therefore, as an ECE I
have decided to create social stories for Noori, which can help
little Noori to make friends and become social. I can also use
social stories to prepare Noori for new event, and new skills. I
will also involve Noori writing and drawing pictures on the story
book, which will help her to organize story and also meaningful
pictures that can be related the story. All writing will be writen
by Noori‘s perspective so that she can feel the story related to
her.
―Social Stories (created by Carol Gray) are tools for teaching
social skills to children‖ (Reading Package).
―Social Stories are written from the child‘s perspective, using
positive language in the first person ‗I‘, and in the present
tense. (Reading Package)

23.
Teaching strategies for Noori
Communication book
I will make a communication
book for Noori. This book will
help the ECE to communicate
with the parents to inform
about the child‘s progress,
which can help the ECE to
collaborate with the parents to
fulfill child‘s needs.
―Maintaining open
communication with a child‘s
family is very important but
sometimes difficult to do.
Communication book allows
child care staff and parents to
exchange a few written words
about the child‘s day and night,
share information about
appointments or special
events, and it can also be used
as a record-kipping tool.

24.
Teaching strategies for
Noori
Kipping Buddy:
Noori the child with
nonverbal disability has
problem with social
interaction and making
friends. Making lunch
buddy will help her to
communicate with other
children, and as an ECE I
know children learn from
their peers.

25.
Teaching Strategies for
Noori
Giving choices
It is easy for the children
with nonverbal disorder to
follow the same routine
everyday, but sometimes
giving them choices would
be good teaching strategy.
So that they can enjoy
learning, and also think
about making own
decision, which will build
their self esteem. I will give
Noori some choices every
other week.

26.
Using Tolls for Noori
Kurzweil 3000
Software which is a
comprehensive reading,
writing and learning software
program designed for
individuals with learning
difficulties, such as dyslexia
or attention deficit disorder.
The software can access
virtually any information,
whether it is printed,
electronic, or on the web. It
facilitates active reading
including highlighting, text
circle tools, annotations,
Bookmarks, Voice Notes and
Extract in order to create
outlines, study guides, or
word lists. It reads the words
aloud to the student in clear,
humanlike, voice. (Class

27.
Fidget kits (Tools)
These devices are used to
help children focus and
maintain attention during
challenging activities such as
learning in a classroom
setting or child care setting.
These kits should contain
sensory items that help
maintain attention and focus
but do not distract the person
from learning or distract
others in their environment.
These kits are often used for
calming, focusing and self
regulation. (Class note, week-
8)
Depending on the situation I
can use this kit for Noori.

28.
Inspiration device (Tools)
A great program that helps
children organizes their
ideas visually. It provides a
tool create a picture of the
ideas or concepts in the
form of diagram. Then, if
the child would like, he/she
can turn the diagram into
outline with the click of
button. Whether the child
prefers a visual diagram or
an outline, this tool can
help guide the child as he/
she write essays. (Class
note, week-8)
From this device Noori can
get help to write something

29.
Task Analysis
Some children learn by watching and imitating. Others need
the skill to be broken down into smaller steps. When you break
down complex skills into smaller easier steps to learn, it is
called Task Analysis. We often use Task Analysis or Task
Sequences throughout the our day. (Class note, week-9)
I will set task analysis for Noori, which will help her to do new
task by herself. I will do that by observing Noori closily then
depending he ability I will break the task in small steps that
Noori can easily complete the steps one by one and reached
her goal.
The critical step is being able to identify the skills the child
already has. Breaking down the skills in simple steps depends
on the child ability. Begin with the skills that are of use and
motivating for the child. It is a good one to start. Once the child
has been successful, then move to more difficult tasks.( Class
note, week-9)

30.
Prompting and Fading
Prompting and Fading is used in teaching a new skill to support
participation. Prompt is cue or hint that helps the child will
make the right response. Use more obvious prompts when
more obvious prompts when the skill is new. Fading is a
processes to gradually reduces how much help you provide. It
should only be used as long as needed ( Class note, week- 7)
According to my case Noori is the child who has NLD, which
she might face difficulties about Motor Skills ―Children with
NLD often have weaker-than-normal motor skills, both gross-
motor and fine-motor. Riding a bike or playing soccer can be
difficult, as can using scissors or even holding a pencil or fork‖.
(Website) She also might needs some extra help doing math
activity. Therefore I want to use prompting and fading strategy
in order to complete her task.

31.
Prompting and Fading
Physical
Prompts are the greatest
amount of support most helpful
with new skills. It involves
using you hands over the
children‘s hands. This is called
the hand over hand technique
and an example of full physical
prompts. Partial physical
prompts is used with lighter
physical assistance for the
child to know what to do.
(Class note, week-7)
I can use this technique to help
Noori some motor activities,
such as fine motor and large
motor activities.

32.
Prompting and Fading
Modeling and
Demonstrating
Is showing the child how to
do the skill or action while
the child imitates. (Class
note, week-7)
I will use modeling the
activity to Noori in order to
teach her new activity. For
example, I will
demonstrating picking up
the block- when teaching
imitation skills.

33.
Prompting and Fading
Gestural
Gestural Prompts include
pointing, nodding and gazing
at the item. (Class note,
week-7)
I will use this gestural
prompts with Noori to tech her
something new by using
pointing. I will reinforce with
praising and rewarding the
activity. For example, I
request her ―stack four
blocks‖, and I will point her
the blocks and wait for few
seconds for her respond. If
she able to do it, will reinforce
her by praising

34.
Prompting and Fading
Visual Prompts
Visual Prompts is anything that
you can see that will help the
child perform the correct
response. Visual Prompts is
anything that can see that will
help the child perform the
correct responce (Class note,
week-7)
I will use visual prompts with
Noori which can help her to
learn the activity by watching
something, such as doing
something by using step by
step pictures.

35.
Prompting and Fading
Positional Prompts
Positional Prompts is when
the item is related to the skill
is placed near the child.
Verbal prompts can be helpful
with the certain tasks. (Class
note, week-7)
This prompt can be used to
observe Noori‘s progress
standing beside her and
telling her what to do. I will
use this prompt when she
needs less support, but
needs reminders.

36.
Steps of Prompts and Fading
I will apply all of the prompts with Noori in order to teach her
math. First of all I would like to analyze the task by figuring out
which task I want to teach her. Then I will identity suitable
prompts. For example, if I want to teach her social activity I
would chose to modeling, visual and positional prompts. I will
―go through the smaller steps in task analysis, determine the
most amount of prompts the child will need to complete the
steps. (Class note, week-7) I will also do some reinforcement
by praising her work, which can help her to grow self esteem.
After that I will fade the prompt, reduce force, delaying the time,
change the position or distance which can help her to do the
task by herself. Finally I will ―monitor results, keep a list of
prompts, and share with others‖( Class note, week-7)
Moreover, I will return to stronger prompts when Noori will need
it to reach her goal. I will always keep my patient to teach not
only Noori but also other children who have special needs,
which I have learned from my inclusion class that everyone
learns at their own pace. Therefore, having patient is one of the
key components to help children in learning environment. (
Class note, week-7) I also remember that ―Success built one

37.
Child as a larger group of
children
―Full participation: necessary
supports must be provided, so
that all children can participate,
in some way, in all activities‖
(Reading Package). Children
learn from their peers. Noori is a
child with nonverbal disability
needs friends support in order to
improve her social skills. As I
mentioned before children with
nonverbal disorder have
difficulties with social
relationships. Therefore it is
important to introduce Noori with
other children, but there will be
some limitation. Small group of
children like 6-8 children will be
good number for Noori to have
good social interaction. She can
learn from other children and
also lunch buddy and reading
buddy will help Noori to
communicate with other children.

38.
Parents can help their children learn new
behavior in a positive way by practice, praise,
prompting, and pointing out
One of the most important roles that parents play in their child's
development is that of teaching their child social skills. These
skills include daily interaction skills such as sharing, taking
turns, and allowing others to talk without interrupting. The
category of social skills can also be expanded to facets of self-
control such as appropriate anger management. For many
children, social skills are learned by observing how others in
their environment handle social situations. These children then
imitate desirable responses such as turn taking and little
thought is given to how the young child became so adept at
playing board games, cards, or other activities that require a
child to wait for others.
By helping parents look at social skills as just that— skills that
the child must learn like any others (e.g., riding a bike or
playing the piano), parents may be better able to tolerate some
deficits in their child's behavioral repertoire.
http://www.med.umich.edu/yourchild/topics/nld.htm

39.
Parents can help their children learn new
behavior in a positive way by practice, praise,
prompting, and pointing out
Practice, Praise, Point Out, and Prompt
One framework that can be effective in teaching
parents how to encourage their child's social skills
development is referred to in our clinic as the ―4 P's‖
approach (Christophersen & Mortweet, 2003). The
four P's stand for Practice, Praise, Point out, and
Prompt. The purpose of the four ―P's‖ is to break
down the skills into concrete components that the
parent can easily teach to their child. To illustrate
this approach to building social skills.
http://www.med.umich.edu/yourchild/topics/nld.htm

40.
Needs of the Family as a
whole
―A successful partnership
between parents, childcare
staff, and specialized services
is essential in order to meet the
individual needs of each child
within a group setting.
Participation of parents/
guardians is recognized as
integral to the successful
inclusion of children with
special needs in childcare‖.
(Reading Package)
I will ensure Noori‘s parents
that she will improve if we work
as a team. She needs help
from her parents, teachers, and
specialized in order to
complete her work successfully
and lead normal life.

41.
Needs of the Family as a whole
I will also tell Noori‘s parents that she can not cure
from learning disability, but can have normal life, by
getting help from parents and caregivers.―The right
learning strategies, techniques, support and
interventions can impact the learning process in
significant and positive ways‖. (Reading Package)
I will communicate with parents for daily basis,
where I let the parents know about Noori‘s
developmental progress. Sharing our thoughts about
Noori‘s progress can help the parents and teachers
to help Noori in her all domain.

42.
Some parenting tips for the children
with NLD
Keep the environment predictable and familiar.
Provide structure and routine.
Prepare your child for changes, giving logical explanations.
Pay attention to sensory input from the environment, like
noise, temperature, smells, many people around, etc.
Help your child learn coping skills for dealing with anxiety
and sensory difficulties.
Be logical, organized, clear, concise and concrete. Avoid
jargon, double meanings, sarcasm, nicknames, and
teasing.
http://www.med.umich.edu/yourchild/topics/nld.htm

43.
Some parenting tips for the children
with NLDState your expectations clearly.
Be very specific about cause and effect relationships.
Work with your child‘s school to modify homework
assignments, testing (time and content), grading, art and
physical education.
Have your child use the computer at school and at home
for schoolwork.
Help your child learn organizational and time management
skills.
Make use of your child‘s verbal skills to help with social
interactions and non-verbal experiences. For example,
giving a verbal explanation of visual material.
Teach your child about non-verbal communication (facial
expressions, gestures, etc.). Help them learn how to tell
from others‘ reactions whether they are communicating
well.

44.
Resource for Noori
Noori will need some therapies, such as: occupational
and physical therapy, psychological, or speech and
language (to address social issues).
As a teacher I will promote the inclusion of children with
special needs in the child care community. First of all I
will encourage Noori‘s parents to discuss about Noori‘s
signs and symptoms with her family doctor. ―Child‘s
family doctor make the diagnosis, then can advise
parents about accessing and referral for diagnosis, help
the family find support‖. (Class note, week-9)
Then Noori needs to see Pediatrician. ― A Pediatrician
specializes in child development and medical care for
children‖. (Class note, week-9) Noori needs specialist for

45.
Resource for Noori
How is it diagnosed?
Your healthcare provider will ask about your child's symptoms and medical
history and examine your child. Sometimes scans of the brain will be done to
screen for any physical problems.
Your child may need to see a specialist. They can do more testing and advise
you about treatment. Your school district may also provide testing services for
your child.
How is it treated?
Several kinds of therapy can help treat NLD:
Sensory integration therapy, which is a kind of therapy that uses games to
improve your child's sense of touch, sense of movement, and sense of body
position
Social skills training, to help your child learn how to respond to people
Help from your child‘s school with math, reading, spelling, and physical
education classes
Physical therapy, which helps improve your child‘s strength and balance
Medicines are generally not helpful for NLD, but may help with some
symptoms.
http://www.childrenshealthnetwork.org/CRS/CRS/pa_nld_bhp.htm

46.
Resource for Noori
Occupational therapist:
works with children and their
families to develop the child‘s
maximum level of
independence in all areas of
daily living. For example,
Dressing, bathing, feeding,
play and school activities.
(Class note, week-9)
Noori may get help from
occupational therapist in
daycare, school, and home to
get help to do her daily work
independently. As an early
childhood educator I will
promote some valuable
information to her parents
regarding occupational
therapist.

47.
Discovering Abilities
Discovering Abilities is a private company that provides
occupational therapy services to children and their families in
the Greater Toronto Area. Your child will receive the highest
quality of occupational therapy services from our dedicated
occupational therapists. We come to you! All services are
provided in your own home or child's school for your
convenience. Services are provided to children and their
families in the Greater Toronto Area.
Service Locations:
We currently provide services in Greater Toronto Area.
All services are provided at the client‘s home or school.
Please email ot@discoveringabilities.com for more information
or Please click to schedule an assessment. Call 416-587-3921
now for a free telephone consultation!
http://discoveringabilities.com

48.
Hands Skills for Children
We offer private Occupational Therapy services to
support children with sensory, fine motor, or gross
motor difficulties. Our clinic is located at Pape &
Danforth near Riverdale. We also offer
Occupational Therapy services at your home or
school in Toronto.
Individual Occupational Therapy Home and
School Visits
Occupational Therapy 45 minute session for
assessment or treatment: $120 (includes travel
time to areas listed)
4-6 page summary report (initial assessment,
progress or discharge): $120

49.
Hands Skills for Children
Telephone 647.236.4263
e-mail: lizette@handskillsforchildren.com
Our Occupational Therapists are available for home
or school visits in Toronto, Thornhill, and Woodbridge.
Or if you would like to come to our clinic, it is located
at:
658 Danforth Suite 412 Toronto, ON M4J
5B9 Main intersection: Pape & Danforth (1 block
south of Pape Subway Station)

51.
Ellen Yack & Association
Ellen Yack and Associates was established in 1985 by Ellen and she continues
to be the owner and director of this private practice. Our practice primarily
provides occupational therapy (OT) assessment, treatment and consultation
services to children and adolescents with a range of challenges.
Services available range from decreasing a baby's sensitivity to touch,
assisting a Grade 1 student to learn to print and ride a bike, developing play
skills in a child with autism and learning disabilities, and also assisting an adult
manage their sensory difficulties.
Ellen Yack & Associates Phone No 416-481-2446
2700 Dufferin Street, Unit 72 email:ellen.yack@sympatico.ca
Toronto, Ontario
M6B 4J3
http://www.ellenyack.com/services.php

53.
Resource for Noori
Speech and Language
Therapist: ―Works with
children and their families to
develop the child‘s verbal and
non-verbal communication
skills, their understanding of
language and their
swallowing and feeding
skills‖. (Class note, week-9)
Noori is a child with nonverbal
disorder needs speech and
language therapist in order to
learn verbal and non verbal
communication, which can
help her to understand others
and also express herself.

54.
Ontario's leading provider of in-home
Speech Therapy (The speech association)
Occupational Therapists provide skilled treatment for children
with the goal of achieving optimal age appropriate skills needed
to perform daily activities at home, at school, at play and within
the community. These skills for daily living are necessary to
ensure satisfying, fulfilling and independent lives. They are
giving many services, such as, Self-care skills, Sensory
integration dysfunction, Difficulties with feeding and other
oral-motor skills Fine motor skill challenges, Problems
with motor coordination:
Contact them to schedule an appointment at
info@speechassociates.ca or by phone:416–800–4259 / GTA,
289–805–0048 / Mississauga, 905–581–0362 / Hamilton
http://www.speechassociates.ca/occuptherapy.php

55.
Child Speech Therapy
Many children have special needs and challenges that require
focused treatments and therapies. These diverse treatments
and therapies might be beyond the scope of a speech-
language pathologist working on his or her own. That‘s why we
have such a large team at The Speech Therapy Centres of
Canada to make sure we can always do everything possible to
help, support and nurture your child‘s development.
We have several great ways for you to get the help that
you need. Our speech therapy services are designed to
work with your schedule, budget and lifestyle.
Assessments • One-on-One Therapy Sessions • Pair Therapy
Sessions • Group Therapy Sessions • FREE Parent
Workshops • Summer Speech Therapy Classes • Corporate
Speech Therapy Services
http://www.speechtherapycentres.com/services/

56.
Child Speech Therapy
The Speech Therapy Centres of Canada works closely with
Medicard to offer patient financing. Medicard makes applying
for financing options easy with a fixed monthly payment
schedule, ranging from six months to five years. With
Medicard, client financing is simple, fast and convenient.
Contact us today and ask us how we can help.
Distance should never be an issue when trying to get
speech help. We offer in home services in the following
areas:
Newmarket, Aurora, Richmond Hill, Markham, Vaughan,
North York, Scarborough, Pickering, Ajax, Whitby, Oshawa,
Toronto, Etobicoke, Mississauga, Brampton
http://www.speechtherapycentres.com/about/locations/

58.
Speech Kids Canada
We are a committed team of Speech-Language Pathologists
servicing children of all ages experiencing difficulties with
speech, language or literacy.
Our Speech-Language Pathologists provide service at the
location of your choice (ie. your home, daycare, grandma‘s
house, etc). Sessions are available during the day and
evening hours.
Our fee structure is based on the recommended fee schedule
provided by The Ontario Association of Speech-Language
Pathologists and Audiologists (OSLA). Fees for services will be
discussed and agreed upon prior to the first visit.
We provide services: Speech Delay, Literacy Skills, Receptive
Language, Expressive Language, Voice Production, Stuttering.
http://speechkids.ca/service-areas/

61.
Speech Therapy Services in
Toronto
At Speech Therapy Services Toronto, our clinicians have
combined over 75 years of experience working in the field of
Speech Language Pathology! As such, we have a diverse
range of clinical skills and experience to offer our clients.
We provide assessments and therapy for children in a fun,
play-based environment. We use a wide variety of toys, games,
music and interactive activities that make learning enjoyable
(for the therapists too!). Parents participate in the therapy
process so they may effectively continue the therapy goals at
home and incorporate them into their child‘s daily routine.
Address:
245 Fairview Mall Drive, Suite 407, Toronto, Ontario, M2J 4T1
http://www.speechtherapytoronto.com/Speech-Therapy-
Services-For-Children.aspx

62.
Speech-language
pathology
Speech-language pathology
Exception for families residing in downtown Toronto
where a physician‘s referral is accepted due to
proximity.
Appropriate referrals are children of preschool age
who present with speech and language delay
(receptive and expressive language skills),
articulation and phonology.
http://www.sickkids.ca/communicationdisorders/Wha
t-we-do/Speech-Language-Pathology/index.html

65.
Toronto Speech Therapy
The clinic is conveniently located in the heart of North
York. HOME VISITS and SCHOOL VISITS around the
GTA and York Region are also available. The clinic is
conveniently open from morning to evening.
Telephone: 647.982.5270 Email:
TorontoSpeechTherapy@hotmail.com
http://www.torontospeechtherapy.ca/Contact_Us.php

66.
Toronto preschool speech and
language services-www.tpsls.ca
This is a community based program that provides
services and information for children and families. It
is for children from birth to five years of age who
have trouble talking or understanding language.
Source: Reading Package

67.
Ontario Association of Speech- Language
Pathologists and Audiologists-
www.osla.on.ca
The Ontario Association of Speech- Language
Pathologists and Audiologists (OSLA) is the strong,
collective, influential voice for the professions in the
province. OSLA represents, promotes, and supports
its members in their work on behalf of all Ontarians,
especially those with communication disorders,
swallowing difficulties, of hearing health care needs.
Source: Reading Package

68.
Speech Foundation of Ontario (Toronto
Children’s Centre)-
www.spechfoundation.org
The Toronto children‘s Centre is a specialty service
for children with communication disorders. It
provides intensive therapy programs for children,
age three to ten, with moderate to severe speech
and/ or language disorders. All therapy is conducted
in small groups with three to four children and one
speech-language pathologist.
Source: Reading Package

69.
Resource for Noori
Social Worker: ―Inform
and refer parents to
services provided and link
families with community-
based supports and
services‖. (Class note,
week-9)
As a responsible early
childhood educator I will
provide social workers
address to Noori‘s parents
so that they can get help
from social workers in their
community.

70.
Canadian Association of Social
Workers (CASW)
The Canadian Association of Social Workers (CASW) provides the
social work community with a number of publications intended to
communicate timely and relevant information specific to the
profession.
Social workers work in a variety of settings: family services
agencies, children‘s aid agencies, general and psychiatric
hospitals, school boards, correctional institutions, welfare
administration agencies, federal and provincial departments. An
increasing number of social workers work in private practice.
Child Care Advocacy Association of Canada (CCAAC)
The Child Care Advocacy Association of Canada (CCAAC) is
dedicated to promoting a publicly funded, inclusive, quality, non-
profit child care system.
http://www.casw-acts.ca/en/casw-membership-

71.
Resource for Noori
Psychologist:
 Offer diagnosis and can
address concerns about a
child‘s learning and
abilities or behavior.
 Can provide family-
centered treatment and
support. (Class note)
According to my case study
Noori is diagnosed NLD,
which is learning disorder.
Therefore as an ECE I would
provide psychologist address,
and what they are doing in
Toronto, so that her parents
can take her to them and get
support for Noori.

72.
Psychology Today
Sara Marlowe
Breathe In & Shine Mindfulness for Kids & Families
Sara will introduce child-friendly mindfulness practices to children &
families they can practice together at home. Practices will include games,
songs, stories, art activities & everyday mindful awareness practices that
can help to reduce stress & support connection in today's often hectic
households. WHO: For children ages 4-11 & their caregivers. Cost (4-7
yrs.) : $140 per one child and up to 2 caregivers (additional sibling fee
$40) - includes all art materials and a copy of "No Ordinary Apple".
download registration form at www.mindfulfamilies.ca
Location
Mindful Families
Toronto, Ontario Canada M6H 2T7
(647) 778-7280

73.
Resource for Noori
Intensive Behavioral
Interventionists
Assist in assessing children with
Autism and developing service
plans based on their unique needs.
Linking children and their families
to other services, and helping the
transition to school.
Conduction sessions to change
behaviors and improve language
and social skills; and
Working with parents to help them
support their child‘s progress at
home. (Class note, week-9)

74.
Learning Disabilities Association of
Ontario
The Learning Disabilities
Association of Ontario is a
registered charity
dedicated to improving the
lives of children, youth and
adults with learning
disabilities. Our mission is
to provide leadership in
learning disabilities
advocacy, research,
education and services and
to advance the full
participation of children,
youth and adults with
learning disabilities in
today’s society..
Address and phone number:
365 Evans Avenue
Suite 202
Toronto, ON
M8Z 1K2
Phone: (416) 929-4311
Fax: (416) 929-3905

75.
Parent’s Responsibility
Ask your child's school about testing your child for a learning
disability.
Ask if your child can have more time for work that involves
handwriting, spelling, and math.
If your young grade-school child prints poorly, practice printing at
home. Also ask the teacher if you can start teaching cursive writing.
Many NLD children do better with cursive writing than printing.
If your young grade-school child has messy handwritten papers, work
with them on staying on the lines and putting spaces between words.
A handy rule to teach is to keep one pinky-finger-width between
words, one-index-finger width between sentences, and 2 finger
widths as margins on both sides of the page.
If your child has messy handwritten papers, start teaching them to
use a computer word processor for written papers.
Teach the steps to math operations (like long division and working
with fractions) by talking through the steps. Encourage your child to
say the steps aloud as they go.

76.
Parent’s Responsibility
Teach the spelling of difficult words by having your child write
them over and over. Often writing the words large, like on a
white board, is more helpful than writing them on paper.
Talk with your child's teachers about when your child can use
a calculator and spelling checker to help with their work.
Help your child identify emotions and the meanings that go
with facial expressions and body cues and figure out
appropriate responses.
Ask the school counselor or teachers to help teach your child
how to interact better with other children and how to interpret
the reactions of others.
Children with NLD may be anxious and depressed.
Professional counseling may be helpful
http://www.summitmedicalgroup.com/library/pediatric_health/bha_
nonverbal_learning_disability/

77.
In Conclusion
There are no cures or direct treatments for an NLD. Medicines are
generally not helpful for NLD, but may help with some symptoms.
Tutoring and special instruction in the areas of weakness are helpful.
Some children may need special education classes at school for
some or all academic subjects.
Seeing a pediatric occupational therapist is often helpful.
Occupational therapy helps your child learn better visual processing
skills. This will help with drawing, keeping spaces between words,
and handwriting. The therapist may also use sensory integration (SI)
therapy. SI therapy involves special activities that help children
overcome problems with senses such as touch, sight, hearing, and
movement. This may improve their behavior and ability to pay
attention.
Children who have social skill problems often need training in how to
respond socially. Counseling can help to teach social skills and help
deal with low self esteem.
http://www.summitmedicalgroup.com/library/pediatric_health/bha_nonverb
al_learning_disability/